Lack of lecturer clarity during instruction: Possible reason for poor throughput?

Segabutla, Madikwa H.; Evans, Rinelle

doi:10.20853/33-3-2224

Cited by 8 publications

(7 citation statements)

References 21 publications

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“…The concept of teacher clarity is grounded in the theories of information processing and adaptive instruction. According to information processing, students are regarded as information processors and instructors are considered information dispensers (Segabutla and Evans, 2019). Students transfer the input they receive to the shortterm memory, where some mental operations are applied to the information to be prepared for transference to the longterm memory (Bolkan, 2017).…”

Section: Teacher Claritymentioning

confidence: 99%

A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context

2021

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Following the recent special issue in Frontiers in Psychology, entitled “The Role of Teacher Interpersonal Variables in Students’ Academic Engagement, Success, and Motivation,” calling educational researchers worldwide to examine different teacher interpersonal communication behaviors that contribute to student-related academic outcomes, this conceptual review article is written to familiarize educational researchers, teachers, and students with main concepts in instructional communication and their role as the main pillar of successful teaching and learning processes. To this aim, by drawing on the positive psychology movement and the rhetorical and relational goal theory in instructional communication, we argue that positive teacher interpersonal communication behaviors are facilitators of a wide range of desirable student-related academic outcomes. Then, to support our argument, we provide empirical evidence. In doing so, we introduce and define seven instances of positive teacher interpersonal communication behaviors, namely teacher care, clarity, credibility, rapport with students, stroke, immediacy, and confirmation, and expound how they positively predict academic outcomes such as motivation, learning, engagement, involvement, class attendance, willingness to communicate, performance, and success in students. Subsequently, we highlight the critical role of teacher interpersonal variables in the foreign/second language classroom context. Next, we suggest some pedagogical implications with the potential to enlighten the practice of key educational stakeholders (i.e., teachers, students, teacher educators, materials developers, administrators, and teacher recruiters). At the end, the limitations in this line of research are identified, and avenues for future research on teacher interpersonal communication in both general education and language education domains are put forward for interested researchers.

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Section: Teacher Claritymentioning

confidence: 99%

A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context

2021

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“…A linguagem literária refere-se à forma de uma língua usada na literatura, e todas as línguas têm literatura oral ou escrita (BOBKINA; DOMINGUEZ, 2014). O uso da linguagem oral ou escrita como meio de transferência de informações exige clareza e precisão (SEGABUTLA;EVANS, 2019). Entretanto, na literatura, a linguagem exige uma cuidadosa seleção e disposição das palavras tanto na fala quanto na escrita (ATEK et al, 2021;RASHID et al, 2010).…”

Section: Componentes Cognitivos Na Compreensão De Textos Literáriosunclassified

Strategies for learning the malay literature component in Malaysian secondary schools

Azmi

Hassan

Atek

et al. 2022

RPGE

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Malay language literature is an essential component in language teaching and learning, and thus, the literature component is increasingly emphasized as an important subject in Malaysian secondary schools. Therefore, research indicates the need to determine students’ strategies for learning the Malay literature. This research aims to examine the strategies preferred by secondary school students in learning the Malay literature from environmental, psychological, sociological, and practical perspectives. The study employed a survey method in which a self-developed questionnaire was used to collect data from a sample of 160 fourth-year students in the literature from selected secondary schools in Terengganu, Malaysia. The data were analyzed using descriptive statistics comprising the mean and standard deviation via the SPSS software Version 21. The findings revealed that the students prefer to learn the Malay literature while sitting on a chair or table and require a quiet, well-lighted, and equipped environment.

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“…As already pointed out, Northern Sotho linguists, for example Mohale (2014), are of the opinion that, although Sepedi has a written orthography and is offered as a subject in schools, it is not spoken by Khelobedu-speaking learners, including some teachers around Bolobedu. Segabutla and Evans (2019) argue that it is important for teachers to be clear verbally and nonverbally in the messages that they communicate to their learners, therefore if these teachers are not proficient in Sepedi, how will they communicate their ideas in a manner that is understandable by their learners and facilitate learning? Mohale (2014) argues that Khelobedu learners are not proficient enough to carry out tasks and assessments effectively in Sepedi, thus their performance is unsatisfactorily.…”

Section: Language Learning In South African Schoolsmentioning

confidence: 99%

Exploring Grade 8 Khelobedu-speaking learners’ writing challenges in Sepedi Home Language in Mopani District, South Africa

et al. 2021

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In South Africa, Khelobedu-speaking leaners learn Sepedi as their ‘home language’ at school because Khelobedu (sometimes referred to as ‘Selobedu’) is classified as a dialect of Sotho. This article draws on the challenges that Grade 8 Khelobedu-speaking learners experience when writing in Sepedi Home Language. This article will encourage teachers to reflect on their teaching and support the learners to write better. The study aimed to investigate the Selobedu-speaking leaners’ writing experiences in Sepedi Home Language with reference to dialectical variations, exploring the strategies learners use to adapt and making recommendations to support them. A qualitative research study was conducted at two public high schools in Mopani District. Data were collected through semi-structured interviews with four Sepedi teachers, learner group interviews with 30 learners from two high schools (15 per school) and 60 learner essays (30 per school). The data were analysed through content analysis and error analysis. Both the teacher interviews and learner focus group interviews revealed that the teachers used Khelobedu in the Sepedi classrooms. Moreover, teacher interviews also suggested that the learners also used Khelobedu words and pronunciation in their writing and spelt Sepedi words the way they pronounced them in Khelobedu. Further, the essays indicated that the learners struggled to write in Sepedi; they made spelling mistakes, had limited Sepedi vocabulary and struggled with conjunctive and disjunctive writing. Finally, the findings revealed that the dialectal variations between Khelobedu and Sepedi interfered with the learners’ writing instead of being additive. The learners used Khelobedu words in their writing and spelt Sepedi words the way they pronounced them in Khelobedu.

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Lack of lecturer clarity during instruction: Possible reason for poor throughput?

Cited by 8 publications

References 21 publications

A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context

A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context

Strategies for learning the malay literature component in Malaysian secondary schools

Exploring Grade 8 Khelobedu-speaking learners’ writing challenges in Sepedi Home Language in Mopani District, South Africa

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